Abstract
The paper is based on the authors' experiences since 1967 in planning and operating special programs for educationally and economically disadvantaged minority students at both the secondary school and collegiate level. They describe the special problems faced by the minority student in transition from high school graduation through the first years of an engineering curriculum with particular attention paid to providing the environment in which the minority student can make a successful transition. Some curriculum developments in freshman science and mathematics are also described.
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